Kirkwood School District Board of Education Meeting - 12/05/2022

001hello welcome to the February 5th um [Laughter] December 5th um any indication of how this evening is going to go again I'd like to call this call this order the United States of America and to the Republic for which it stands one nation under God the indivisible with liberty and justice tomorrow okay I know that this is a busy time of year for everyone um and so I just want to thank our elementary principles and assistant principals um for taking the opportunity to come and speak with the Board of Education tonight um you know it's just one more sign that we are starting to get back to a little bit more than normal studies that we're having you all present so we are very excited to have you all here and look forward to hearing

002all of the great things going on so at this time I will turn it over to Dr Oliver all right thank you very much president Andrews I feel like maybe I'm a little bit louder there I'll back up a little bit uh definitely appreciate the opportunity to showcase what's going on specifically tonight in our elementary schools as you know in September have the opportunity to hear from kucc and Dr Rose and her staff with regard to their programming what you can expect this evening is first we're going to turn over to Elizabeth block and she is going to walk through the district's fall Benchmark data this is new since I have been here as the superintendent we have not specifically shown the board our fall Benchmark data as compared to the fall previous to that

003we have certainly shown winter to Winter in the end of year to end of year so we felt that that would be the best place to start this evening because that is the data not only the data when we leave the previous school year but the data when We Gather it in our benchmarking data is a data that we use to build our programming and respond to the needs of our students so I'm going to turn it over to uh Elizabeth and have her go through the the first part of the presentation and then we will pause give the board an opportunity to ask any questions they may have surrounding the data and then we'll transition to our elementary school principals and give them the opportunity to uh to talk a little bit about what

004each of their schools are doing in common across our one Kirkwood and then highlight some of the work that is being done as it relates to the Strategic plan that they have put together as buildings and present that data from the individual building one of you and then at that point again we will take the opportunity to answer any questions that the Board of Education may have so with your permission Miss Andrews I'll let uh we'll turn it over to Ms lock [Music] um okay good evening thank you guys very much for having me I'm excited to share the data with you guys this evening and just starting out with a quick overview of some of that just high level highlights and thank you Dr OG for starting with the whole fall to fall so

005this is where the students came to us um this this fall so in Reading uh five out of eight grade levels had 80 of students needing benchmarks compared to last year that was yeah we had two grade levels so that was a nice Improvement map four out of eight grade levels were at that Mark whereas the previous fall three out of eight um and then lastly because we've started to track that girls versus boys in math data percentages of girls meeting benchmarks and maths and facing applied very well and that's right at the beginning when we were just starting to talk about it in this life that you guys have you have the grade to grade comparison charts next I actually didn't skip ahead and go to the cohort data because I know that that's

006looking at the same group of kids over time but certainly we can go back and revisit into that or ask any questions that you might have so this first one is showing cohort data again so students same group of students from the fall of their previous grade level to the fall of this year on this particular graph shows all students across the board and so again lots of areas showing lots of grade levels showing growth I think you know our Focus was a literacy plan and working with lit link as well as having a full day summer school I think is really some of the things that are really contributing to the growth that we're seeing from Paul to Paul a little bit about that first grade data that I'm sure you're all probably noticing

007um one one of the things one of the hypotheses that I have about that data is these assessments are measuring students um level of foundational skills to automaticity we want students to be able to do some of these early literacy skills without really thinking about it so that they're freeing up more cognitive space to do higher level comprehension vocabulary things like that and so what we have seen in our data historically is that our students are showing improvements they're just not quite to that level of automation so that is one hypothesis that I have about the data but of course we are digging into it and buildings are looking at their data and working to make sure which hypotheses are true and not true for math same thing um student grade level to grade level

008many grade levels showing an increase in the percentage of students meaning benchmark foreign this is literacy again same group of students I think that this slide shows a lot of things to be encouraged by a lot of areas that are definitely showing Improvement obviously still we have a ways to go but at the beginning beginning to move and then students who identify as black foreign let's take a quick pause looking down at you miss connardi any questions if you don't have one that's fine just to say yes you know I just have a quick one so the benchmarks are the same for all the cohorts and subgroups is that correct so then has there been Improvement I guess in these as well as the others I know they're not performing at level but this subgroup

009the students who identify as black as they shown any Improvement at all well as you can see like for example for the current third group as second graders they started the year with 20 of students meeting Benchmark and now 37 of those same students are meeting benchmarks so they have this angle of 80 so we're slowly moving in the direction exactly okay exactly thank you thank you yes this um Sharp thank you um what can you just have to then please what contributes to the change in the growth for the literacy and math for students are called or that identifies what um I One initial thought that comes to mind is that we're having a lot more Focus we're talking about it more we're working into before our um foreign whether we can see the

010fall data per building absolutely in terms of my uh what I've done in my pattern is once we have presented this to the board and to our public through the board that will be included in my Friday board update and just one other thing I just thought I'm sorry yep yep is I think too our increase focus on Phonics and academic awareness using Sunday using Hagerty um especially in the in the earlier grades I think that is definitely another reason that we're seeing huge correct okay perfect and Dr Ulrich just as maybe a little tweak in the process if you could get back to us the week before this meeting so we can kind of go into this meeting with that building level day that I think will be helpful okay uh just one real

011quick question when when you speak about the Autumn automaticity um so if that's the hypothesis but one is creating the lag in them developing the skills do you see what my kind of depression is and if you don't I mean obviously none of us know but like do you I mean honestly I don't know I mean it obviously it would be different too from classroom to classroom building the building but so and then I guess that's the piece like that just ensuring that we are then drilling down to you know if if it's not there then I'll be looking into is this being top of fidelity is this um something that you know we have a group of students that we need to do um just can you speak to how those kind of like

012well yeah it's certainly I mean as part of like our benchmarking data meetings that would certainly be part of the process that would happen is we would start by looking kind of a picture but then we would drill down and down until until as a team they could figure out what they what they think is the issue with that particular group of kids and then of course with the increased focus on plcs and collaborative grade level meetings happening on a regular basis teams are then looking at the data to see what we thought this we tried this didn't work did it not work so yes all of that is certainly hasn't even offer though right okay and then just to kind of go on that a little bit further is that Windows do when you're

013doing those interventions let's call them or you know whatever then we're tracking that magic or so that so that then you can see when you're seeing progress then you're like oh progress is being because of this exactly exactly okay just as a as a reminder when we had that timer yeah I mean it's kind of all clicky yeah it's working now with those pieces if you remember that data wall or where Elizabeth showed us that even on uh literacy measure we can click very specific on talk to students and then um I think we might have showed one example of intervention but to your point we could put a line essentially on a student's graph it says intervention started here and restart that Data Tracking but if something's working really well obviously communicate and share

014with folks that are sitting behind us but it does allow us to drill down so when we look at these individuals we look at these building wide and district-wide percentages we're able to drill down to an individual student level for each of these areas okay just a couple more um this one and hopefully you can see my pointer right so this one is the same concept it's grade level to grade level but there is a bar for females males females males so the first two bars would be girls and boys in the fall of 21. and then the second bar would be girls and boys so it's if you wanted to compare the same group of kids you would hop over one so the first one and the third one would be the girls second

015and fourth would be boys um there to see and then lastly we have the my Savers data and just there wasn't um data for the 11th grade from last fall because we had been in a pattern of doing certain grade levels at the high school this year we have done all great levels at the high school so moving forward they'll be compare the same under my saver so that my Savers is the social emotional screener from Fast bridge that looks at the Same Heart stays for social and academic and emotional so looking at those three different types of skills now this particular one the percentage that you see are those being not at risk so if you're thinking of who would be considered at risk just subtract it out but that's that's amazing yeah Commission

016how to do it if you know um how does this compare to the Panorama data because they're both measuring um I've actually been now that we have the panoramic data at your time where I've been trying to kind of do some comparison and Panorama has two different um subscales in the parts one is they call it social emotional but those were the questions that we ask about engagement and we asked some of those questions about math and then the other part is what they call student well-being and that is the one that I am seeing a correlation I haven't done any statistical correlations with just eyeballing it looking at grade levels I am seeing a little bit of a of a correlation between that well-being index and the high savers could be some interesting data

017points definitely and I'm yeah I'm interested right is the fall so it's a student if the student appeared really strong one of my Savers but other indicators on the Panorama because it indicated flag as well so in case there's a slightly different measures and it is also are the how teachers report students and student self-report are those looked at comparably to see the correlation between those two as well yeah definitely grades three four and five are degrees where we have both teacher and student and yes those are able to be seen side by side and it definitely is a good way to especially catch some of the kids that that tend to be more that internalizing students students who may not be demonstrating on the outside so teacher may not notice yet that they you

018know have concerns but if the students that are self-reported make sure we're seeing all and then also plus we look at the teacher as well because sometimes that could be a biased way of collecting data and the child is you know marking themselves high that yeah a couple years ago this aggregated that out specific we've investigated those and you're correct but there are occasions when there's one of these and we do have those conversations principals have this conversation and the nice thing about using Savers repeatedly over the years is we have that historical Trend too so when we see something that's maybe you know different we then can dig in and find out is something to change in the child's life and there really is something or is it another reason why maybe the data

019looks different than it has thank you Miss Andrews and so one of the things that I want to make make sure that this lock I believe this is the the last line that you have so we'll I'll make sure I pass it back to you for any other questions on the data but I do believe that the mysavers data in particular what our kids are reporting to us um is very good and positive data I wish that was a hundred percent across the board I'm not trying to make too much of it but one of the things that I want to make sure and highlight for the Board of Education and for all of our folks here is since I have gotten here this board of education has made it a point to continue to

020come back to me and to my team and ask what more can we do for our students in their social emotional health and so I do believe I think it was Miss Sharon or maybe maybe Zuma Sanders that asked the question about um what is the cause what is the effect I believe that uh in terms of weathering the pandemic and our students social emotional health um I can't say enough about this board's commitment to the whole student and so I just want to say thank you as we take a look at this data again don't want to make more of it we've got students that are still indicating by their home reporting that they are at risk but at the same time this is positive data with regard to how our students are reporting

021their social emotional health foreign group but it is also included in the tonal group certainly don't show the group separately but about how many are those students what is about the number of the students then about 12 or any I mean it's a smaller group so we have to consider the percentages right that way approximately nine and a half percent of the total District it's going to be different each level of the next building but just District white data easy math roughly 10 but it's anywhere from nine to ten and you mentioned summer school so we have a way to measure which students attended summer school and then also the horizons program as well and then the effects so that might be something I know you're looking at your dashboards that I do see some

022growth a little bit of growth so hopefully we can continue in a positive direction thank you hey thank you and now at this time of principles do you want them all at the table how would you like them that they're all hard [Music] yeah it's a little bit different setup so this is kind of anticipated that's all right um yeah we're just gonna have to have a Facebook but we'll just have to have you everybody just kind of rotate and we'll just invite up just come on up to the to the table just as our head principles if you would just uh just join us at the table and we'll make sure that we have some microphone around whatever system s just rotate [Music] yes so uh what we have is full participation from our

023elementary admin team and we've got a couple of microphones up here now so we'll just go uh go back and forth so the first part of our presentation I want to make sure we acknowledge Jessica from lit link has joined us thank you very much because it's so much of what we have Incorporated with regard to our comprehensive literacy plan is the work of lit link and the coaching of job embedded coaching that's been going on for professional development for our elementary teachers for that plan so uh the first part of this while each of our principals will have a role the first part in our format is to talk about what our elementary schools are doing in common across the district one of the things that I did here knowing that uh I came

024in the middle of the pandemic is one of the things that emerged and I know that our principals have kept as a copen keeper is the level of a collaboration that was occurring between the five principles and I've had even some of you indicate to me that that was not always the case in our district and that in terms of covet it really forced uh it forced you as colleagues to collaborate to a level that you had not previously collaborated I think that's a fair statement and an accurate one as represented by you so one of the first things as we put together the format for this evening one of the first things we wanted to do was to make sure that we highlight the efforts of that collaboration and then we'll take an opportunity

025we'll cycle through back through each of the principles and have a conversation they'll talk with you a little bit with regard to the four quadrants related to the Strategic plan the work that is unique and going on in their building with regard to making sure they reach the goals of each of their schools plans so with that Ms Andrews I'll turn with you once again I just want to welcome all of you I don't think it's great to see all of you I don't have time get away all right I think you can hear you if I don't pull this too far um thank you for this opportunity for our principals to to speak tonight this is really an opportunity to highlight the terrific work that they [Music] able there are things that they can

026celebrate that they may not celebrate tonight specifically because they don't Focus directly on our strategic plans just because they're all great schools that are doing terrific things but the work that we're talking about tonight is specific to these four goals that we have in our strategic plan and I will just point out three of those those goals we as a district said all of our schools are going to be focusing on those and the elementary team came together and said this is the important one that we want to focus on for our prairies I'm just going to pass it off at this point now I believe to Dr Ricker who's going to be sharing and Jessica feel free to come on up because this really is a lot of work that you've as well so

027Dr Ricker I will drive here and you keep talking [Music] all right good afternoon good evening Justin thank you for coming absolutely so we're in our second year of our two-year literacy plan I think a major focus upon for priority goal of 1.2 is to monitor our students and how they're pursuing success and how they're meeting their benchmarking goals there's a couple of things that we've really tried to focus on we know that there are some students that had some learning loss due to covet and because of that learning loss we've been really intentional on how we are going to meet that benchmarking score of our students wherever the benchmark scores whether it's for math or forward reading we'll really focused on that because we want to have eight percent of our students above that

028in order to implement our ntss properly properly so that's the major Focus the benchmarking and the communication for families we've uh all five buildings now we're communicating that benchmarking the information to every single student at the elementary level and that will take place three times a year so that's very important to keep our parents abreast of the changes that are occurring whether it's from fall to winter or from Fall to Spring it's really important for them to understand they also can take a look at it across the course of years as well and see how their students approved every one of our five buildings have implemented some sort of data team or professional learning communities we all called a little bit something different because it's Unique to each one of our school communities so that

029is taking place we do have our benchmarking meetings at least five times a year for three academic and two with our social emotional behavior and information a lot of professional development a lot of collaborative communities that are taking place we utilize literacy link and I'm internal for her here for in a few minutes but um some learning that's taking place across us as principals is the center for educational leadership that we're working at at the University of Washington really the major Focus that we've been working on has providing informative and structural and great feedback to our teachers on how what we're seeing what we're calibrating among the five of us what we're calibrating among the administrators and providing actual feedback to them in a positive way so that will impact student instructions that's a major

030focus of the of the CEO work and then again this is the second year of the working group literally every building I can say I can say from my building all six of my grade levels are in a different place and that's what's really great about what Justin ever do for our building is they really personalize that learning for those teachers I mean they go to where they're at they're willing to model willing to step in willing to live in helping hand and we're learning from each other to to impact the student growth and impact the professional practice of the teachers but I love Jessica thanks for having me um thanks for having me um well um it has been a really exciting adventure for my team um work with Kirkwood we have worked with

031seizures for since has been pretty extraordinary we meet with teachers in lots of different ways we leave a teacher at some data team meetings and that that's what um is important for us to do at that time we do development we model in classrooms we plan with teachers we support them with creating assessments and then looking at that data typically our teachers are also set up in a sign up format which is great because it's really on them to choose whether or not they what type of support they want and so we really wanted our support to look differentiated and meet teachers as a group where they are and with what they need because they are really in different places depending upon their journey in this conference um Journey with us so um but with

032that being said we don't just do that at the schools we're also working with District admin on curriculum we spend a lot of time developing rubrics and supporting them with thinking in the future about efficiency skills and what that looks like developing our curriculum to ensure that regardless of the resource that they have in hand standards well they can speak to them and hold students accountable to those and ensure that they know the outcomes and everyone we want to make sure that teachers understand the five components and actually six if you add more language in there so they know that regardless of the resource I'm using I know it should happen and our teachers are doing it's pretty exciting to see um and the other thing that we're doing on our end kind of you

033know behind the scenes that when looking at data and when Elizabeth was showing that and I saw the first grade data we had already noticed that and so some of the things that we're doing is proactively behind the scenes saying we know why that's happening and we actually do we we look at our programs that we have in place Sunday is our phonics program and it moves a little slow for kindergarten we know that and so what we're doing is trying to figure out ways to thing around that and think well where can we move ahead if we're at the 80 20 rule where can we make sure that the majority of our students are getting what they need but the ones that still need that support are getting in a small group format or

034whatever probably so we are already looking at those things and so I just wanted that to put that out there too that that's part of our role too is to look at that work for the district as well and say what is it what do we need in our schools the last thing I want to say is that the biggest gain that I feel like we have had in Kirkwood is making sure that teachers understand the importance of their Universal instruction and how important their instruction should be for all students and then making sure that they understand those students that are supplemental that are in that next layer what level of support do eyes in the future need to provide to them and how am I going to monitor and then for our students you

035need that extra layer of support what's my role as a teacher as well as partnering with the interventionist and then monitoring your support so I say that to say we have teachers doing consistent Intervention which is something that wasn't in place before and consistent progress monitoring which is something that wasn't in Facebook work so that is also why we're seeing the gains that we're seeing and we'll continue to see them as program place do you have any other questions I'm happy to share that that's a lot I just I'm going to share real quick I'm so excited like that is so exciting to me because I um it's just something that has been a passion of mine so to hear it um I come to life is just so excited and it's only going to

036help our kids so and the teachers are really doing the work and that's what's exciting it's not being forced on them they're wanting it I mean we're so busy we've added days sorry yeah bad days without asking really but we updates because teach ERS want them and we want to provide the support and so we just do teachers ask for help we're going to come be sure thank you can you expand upon so you said we how many of you are on this team and how do you go to school I have um I have a pretty big staff there's almost about 10 of us we've got a therapy assistant but as far as the work in Kirkwood goes there are three of us that come to the system so we thought we needed all

037Hands-On depth but what we realized in the end was that the teachers need to see just like it's the same person all the time to build that relationship and so we really kind of stepped back and we took on school so Amber who works with me has two consistently and I have two to meet to have team with one of the schools she goes there a little more often she depends on what the need is and then I have another team member that will come and what that date is and then maybe this is a doctor oh a question um but like how are we building the capacity of our own um staff so that they can do the work past appreciate what you're doing but that is a regular conversation level first of all

038I feel like putting the structures in place like I talked I started the year we started the Year this year teaching teachers about what is universal instrument because I can tell you what you need to do but if you don't get it when I step away you won't implement so teaching teachers on what's critical and what should happen and then having you know working with our admins to put those practices in place but yeah it's we also talk about we are in it right now and we're seeing so much growth I've been away in a year and a half so it gives me a little bit just because we're so tightly intertwined in what we're doing and teachers are reaching out and wanting to grow and they're learning as well and you know every year

039they're not going to have the same students they'll come upon a couple of students and they're not sure what to do and so um I don't know the answer to that right now besides just really getting teachers to be the best of their practice one of the things that our goal is we just are finding time to make the time to build an example our library um for Kirkwood so that way when we do step away there's that development Library so for example when we find a teacher that is really good at shared reading we want to video her and then we'll take notes on the video and say Here's the things that you should know it so a principal can sit next to a teacher and say hey I watched your shared reading but

040let's watch this together and see this is really learn some more share with like when you let me watch it with you then I'll come in and get in and give you back so we've worked our goal is to do that before we step away to have this library of all the essential of Exemplar videos of our teachers doing the work so we started that it's just and then the other thing that we did of course across so that way one principle goes into a building they can use those look for us when we go into the classroom we only give them feedback on the look for document so it's the same message all the time so if I'm constantly going to do an observation or they are they're hearing the same thing all the

041time they know what the lookboards are for a high quality lesson in that definitely thank you and then maybe that is I don't know like some planning some type of succession plan for when they do like how are we you know can you speak to that technology absolutely there's two things that I will say is one we're always thinking about that the other thing I want to make sure that um we emphasize and reiterate every time is we know that job embedded coaching throughout the year what's being described by Jessica we know that that is the researchers tell that this is done and Dustin it's it's in this way for for 20 25 years we know that is the the best way to ensure improved teacher practice so you will hear from me and you

042will see moving forward a commitment that my team will laugh when I say this because it's like coaching has to be baked into what we do and so regardless of what it exactly looks like I would see um whether it's with literacy link or someone else we will have a continued presence in terms of that type of coaching and so we are committed committed to that the other thing is and just as important is making sure that we collect our new teachers because what we have now is we have a cohort of teachers that's going on one and a half years of this intensive job embedded coaching and we're going to bring folks into this climate and culture where this is the expectation and so not only of baking that into what we do moving

043forward but collecting our new teachers and making sure they understand what the expectations are specifically in this case with teaching literacy that's going to be a challenge very long answer for me to say we are committed to this model because we know that's the research tells us what what works most effectively in improving teacher practice and so what it exactly looks like okay that will evolve but there will be some component of job embedded coaching that will that will continue with regard to producing thank you I think it will get to that but just like a plan a clear plan on how we expect for this work to contain because that's some amazing stuff I paid for them to believe it then we you know don't have but building the capacity of who we already

044have if they need to go get certifications or what have you we would support that and have our own verses if we know that literacy link has so much time left and you could present to us with a fan that girlfriend on the you know kind of next steps um six months prior to that next okay I'm going to be talking about a priority of that 50.1 which is the current employment policies practices and procedures to reflect the focus on Equity diversity and inclusion and the first talking point that I want to hit on is RV mommy Gap plans these were developed and shared with Dr map I can tell you as building administrators we are all got together on our Wellness day on the lunch break and we talked about okay what do these

045need to look like how are we going to create them who's involved with the creation of those to make sure that we all were looking at our data and that we all were aligned similarly and what those plans would look and sound like although you know it looks different a little bit in each of our buildings and how we monitor it may look a little better but we all have solid plans that have been shared our buildings each have a team that will evaluate and change based on the effectiveness of these plans so as we do our benchmarking Cycles our monitoring titles for both academic and SCP looking at that Panorama Panorama data and any other data that we collect we will get with our building new leadership teams and adjust those plans as needed

046to make sure that they are meeting the needs of each individual child next up in math we as building teams are analyzing The Benchmark data specifically through the lens of gender and so we are looking at how our female students are performing on those math benchmark assessments compared to the male gender and shooting for that goal of 6.2 percent difference and so looking at our current data looking at our action plans what's working in other buildings that don't have that Gap and then sharing that across each other so that we can learn and build on each other's strengths and then once we do that we take that back to our building teams and we create individual plants around specific student data so as the data identifies students that need enrichment because if our female students

047are doing well we want to keep them on that path and build them up and provide them with those enrichment opportunities and for those who aren't performing on math benchmarks what do we need to do in addition to that Universal instruction to make sure that they hit that Benchmark Target there you go um we will have any questions I just want um can you tell me exactly what a building Gap plan yes so yeah so we talk about um I think about achievement we know that the point is that we have students who we haven't pay attention to to be real to be real um and so this is giving us opportunity to say this is the current reality of black and African students and this is what we do differently in order to expect

048a different outcome and so it's it's basically that simple of looking at each individual student this is their current reality and these are the steps that make you look beautiful um that could look like conversations with families it could look like things around one thing I could really point out because we wanted to look at it from the same point of high school which we're kind of taking another step of the district to look back at how are things around instruction and things are not curriculum in our environment the first things that we address before we get to what are the learner needs so that's the approach that we've taken with it with looking at what are we doing in the area making sure that we identify and make sure that we have eyes on

049the instruction around and support around students and then again as a doctor was always saying that idea that we continue to adapt based on the data and so it has like measurable goals and outcomes and how often do you guys meet on that so that's again that's that's Dr always was saying just continual as they go through those data Cycles so as they're looking at when our state as they're looking at the fall data from the fall they're continuing to go through as they have these opportunities to look at that as the measure how do we see the growth how do we see Improvement and again as we saw in the data before you know it did when there are big big caps to close um it will be incremental but that's what we're about

050us and it will take time but we're not going to always be working towards to expect more results as we go and those are individualized right it's not looking at them thank you okay [Music] so Alyssa and I are just going to give you some updates about what we would see across all five buildings in the area of bull area 3.1 and I've already I've heard the word Panorama multiple times tonight and it definitely has become woven into the way that we do things we we just finished our third round of Panorama data and I will say um my colleagues can keep me on table if they want to but each time I think we're getting deeper into it there's a lot of data there and there's a lot to digest but with each time

051we're filing okay now I want to go this way to the data and now I want to go through this and so that's what's really nice about having this consistent measure and now we find ourselves kind of looking forward to the next round because okay now I want to see I went down that road let's see let's see if it worked um also I think it was really smart Dr mapper Reigns um training again this time for Panerai media so we had Panorama training others round one and then again after round three and that was really good timing because then we had a good two rounds of it like okay now I'm ready to hear something different so we've been participating in that trading as well across all of our buildings it might look different

052but we have shared all of the data with our staff and uh just made sure that everybody knows you know this is our current reality we celebrate the successes and then we problem solve on the areas that um the other and then while while we're doing that we're also cross-checking I think one of one of uh the board members asked about the Panorama and the Sabers connections and we do cross-check those together because they really give us a night we think we have a we start to formulate a picture of how okay I was doing and then we add that other layer of data and it becomes a little bit more clear and so it's nice to have those two measures of how kids are feeling um social emotionally and then we pour all that

053into our planning as well so those pieces are really they're starting to come together nicely um I would say the more we use it the better we're going to get at it because again there's a lot of data but we're well worth the time so the second book up there is that we use Second Step as our social emotional learning curriculum so all of our K5 teachers use that as our tier one curriculum to support our students in their emotional um and social learning uh the lessons and student needs are monitored by our sap Team all of our schools have an SCB to me and very happy because all of our SUV teams include two Council and with our SAT team we're monitoring data we're looking we're looking at all the pieces that is that

054whole child and we're creating um interventions as necessary for tier two or two or two assists okay [Music] um sounds great got a lot of surveys um you mentioned that the um the Seb teams who have two counselors who else makes up that team um I can speak for Kaiser because you guys are just like not if that's true so it's myself and the correction our two counselors we have an SSD social worker we have a KSD social we have an SEL coach yes now we have an educational support counselor through BJC yeah we also have a special closer teacher rep honor sure maybe a school cyclisted in that school site system yeah interventionist intervention yeah it's awesome and how often do is it different per building how often the teams need I can say

055we made weekly and we borrowed westchester's model of meeting weekly and we it's been really successful to meet we were having trouble meeting after school because you know we knew teachers wanted problem solving time but man our hours are just so tight and so um My Fabulous assistant too we were able to build a schedule of having coverage provided and it was a model that we sold everybody meets weekly people once a week with that I see so everybody quick question just kind of a check in on the expectation of second steps is the expectation that every single class is being taught science great yes and then another question that I have is you know with the attitude counselors our counselors getting into classrooms and teaching lessons and so we haven't corrected it yet um

056but I think we are we're closer and especially at the start of the year um just just speaking on Vermont you know our and our Council were able to push in with our new teachers especially to get second step up and running um we have our divided by grade level something like that but but we're still we're still want more I would say there's still some triage that we're so happy to do um they're definitely providing some therapy they're definitely providing some group time to hopefully they might have done some one-on-one counseling and try to assimilate that back into a small group and then into the classroom so I still feel like we're doing triage but I think once we get past the precipice kind of like we've seen academically once we get to that

057point that we're gonna have to look at things but really it's been Universal for academics and Universal for social emotion because we had to regulate ourselves and then hopefully regulate the kids and we need to come back down to a baseline before we could really bring them up and put some of our intensive things obviously the triage rate when it's real intense then but as far as the universal piece we're getting we're starting to plan for that connection yeah and Dr Ulrich when I would you know ask is that you know when in terms of you know you have them saying yeah we're kind of triage work with them to to kind of take it to that next step on what figure out what they need to what supports our principles need to kind of

058develop that next step to bring into the next [Music] no I would just say like it has been a part of our culture that the counselor comes in and teaches every month and the garden itself it's actually um every she's every week and in first grade it's every other week but that's been a part of our culture there and I think some of that is calibrating which is what has been so wonderful as we are working together to be like oh I didn't know that's what um yours did that's and we can share our successes and it becomes a part of then what is shared and then it starts to be a shift that happens in other schools because we've seen great success with that um teaching happening I actually was just talking to a

059counselor about it and she said part of the benefit of it is every kid in that school sees her knows her feels comfortable with her and then will feel comfortable going when there is a crisis or something there as much for that relationship as it is for what she's teaching teaching which I thought and I was gonna say I think bro you made a good point when you said like we have to make sure that we're in here because that adult SEO is a thing as well like we can't pour from anything cup we can't uh we can't model how kids should be um you know showing up you have to be able to show up right before our kids and so even to that point I know second step is being taught like making

060sure that SEO isn't being taught in isolation of academics like how are we equipping and building our teachers to let them know that it's integrated and how we're providing resources to help them because I know like just sometimes teachers struggle with how do I do both it's confusing I think it's either or I am generally Jennifer paying one are going to be here today but uh it's a good question uh she wanted to point out uh going to guess rhetorical question in this moment what other resources uh you all think would move the needle um on any one of these issues and one of the things I'm going to add my own disclaimer to is it can be difficult for us to understand what we're implicitly saying no to because It hasn't been situation but

061we don't know what that is we can't have a robust discussion up here uh amongst us so just to point out that um one of the things that we'd like to see is a little more work in terms of what are some resources that that you all think would move the needle in your building to put a district as a whole that we're currently just implicitly saying not know to because we haven't been foreign [Music] sources so while we may see at a big 30 000 foot or even a 20 000 foot level the intricacies of the relationship and the things that are going on with their homes in the whole school connection having them part of the table or part of the conversation in my head well you just might drop add to that

062just said earlier and we all agree OG culture and so right now we share SEL coaches I know at Robinson I have our coach one full day some other day and they cannot complete the coaching Cycles the way that at Robinson we have through title funds A literacy coach so thinking about all the coaching Cycles my lit coach can get through and in the moment response so when a student is just regulated having that coach available available to walk the teacher through that process of repairing and restoring and then reintegrating the child back in oftentimes our coaches aren't there in the moment they're kind of debriefing and helping them walk through it they went later or trying to find you know so that they're ready the next time but having somebody there in the moment

063is essential just in the same way we have somebody there when teachers need it in literacy I just I can't Advocate enough on building that coaching culture with SEO as much as so is the intention of the coach to be the the person intervening with the student with the teachers how we do it yeah by Robinson it's not too and it's building capacity um to work with the student through that this regulation without that child losing dignity in front of their peers right that's the most important part yeah so it's it's having the SEL coach there to help the teacher yes yeah yeah so what I hear you saying is you need more SEO code to clarify that's just wrong okay that's me seriously okay um so I'm talking about priority objective 3.3 which is

064design program to discuss assess and improve social mental and emotional health for all staff um admission had a perfect segue and she said if our staff aren't well then it's really hard to help our children be well and that's exactly what this one is about um and really um Panorama data probably should be the first bullet point because we are actively using that to analyze and look at that data communicated to the staff and then we create plans for how to help improve that social emotional Wellness of our staff and you'll hear more specifically from each school about that the next thing that we were talking about is the professional development days for wellness and belonging we cannot thank you enough for dedicating those days for our staff Wellness we're just barely into the school

065year I'm almost halfway but doing those days and they love them data has been so well received and probably some of the most positive professional development that we have done for our staff and and it shows that you have dedicated that time to them they can see that that isn't making value so thank you for that and we will all be sharing kind of specifically what we've done in each School sort of park that is for us to plan but I just really wanted to highlight how well received those have been part of Wellness is feeling safe and secure and so we have done training for our staff to support Safety and Security we've all done Alice training we've been trained in crisis go we've been doing our emergency drills in different ways than we

066had in the past fortunately our society has called for us to do that and then just ongoing professional development at meetings that we have around safety Institute we continue to make restorative practices a priority that is something that started a few years ago in the district and it has not gone away which is wonderful we train our staffs our staff ongoing with that because as Dr Ulrich said We are continuing to bring new staff in and unless we continue to prioritize that we'll lose it and so we make sure our new staff are trained and those are sort of practices um and something that we all have kind of made a priority this year is making sure our teaching assistants are also trained which oftentimes they miss out on our professional development just because they're

067here just during the school day and not even the whole school day so they can't be at staff meetings for some of that training but we've prioritized making sure that they are trained because they're with our kids often times you run those prices on those conflicts arise right they're with them at recess and lunch and those unstructured time so they really need to be trained in restorative practices so that's something we have all made a priority um thanks to Robinson we have Wellness Wednesdays for elementary it started as an idea that came out of Robinson and they were gracious enough to share it with all of us which has been wonderful so those are for staff to be able to have um some activities around Wellness outside of the district Wellness day some of those

068have been um EAP coming and talking about what resources are offered through that Financial wellness psrs and peers recently came and offered a program so they can learn more about retirement there's going to be one on nutrition so all different kinds of illness that all staff across the elementary schools can thank you questions so great job so now this at this time we'll move into uh kind of individual school so if you guys um will vacation um [Music] and so that to that button yeah so when we practice it was 18 minutes [Laughter] it's great so my name is we are excited so before we start we want to fill you in on Kaiser um so our staff has the honor of serving 120 Kaiser kids every day uh we value communication frequent communication so

069we send news and celebrations to our staff Services through the Thursday update and to our families on Sunday through the Kaiser connection we again value communication meets monthly with our PTO effect we meet monthly with our PTO it's called The General and monthly with our PTO racial Equity Group too tonight we're going to talk about our four School Improvement goals and things specific to Kaiser that we have done to meet our goals but before that we'll talk a little bit about how we got to our plans um we have a leadership team at Kaiser we currently use our team as like a sounding board to make sure all voices are represented we are working towards uh developing them into more of like a PLC leader collaborative team leaders um but for now they're our staffing

070board we met in July with them after our June administrative Retreat and we reviewed our previous School Improvement plan our data where we ended and we got their feedback around prior to goals and objectives and annual objectives then after August administrative Retreat we met again as a school with our whole staff and kind of went through our priority goals again and developed our strategies so that brings us to our core areas here um but again before I talk about them I have to bring up all right Kaiser's passion for sustainability and Environmental Education because we don't have a goal around it but we do have a team that works on it and it really bleeds into all that we do um because it's definitely a um Kaiser has well we won the U.S Department of

071Education free ribbon in 2018. we have a small But Mighty outdoor space we call project idea and it has our play Space our field our blacktop and our Gardens and so our Green Team really works to make sure our school Improvement plan comes to life through sustainability through our outdoor environment and you won't see that up there but we had to put it in superbly okay so 1.2 we're going to talk about amount of structural practices yielding positive outcomes for Kaiser kids we have benchmarking data you've heard about benchmarking we've talked about edge of timer before as a group um we meet in Collaborative Learning teams at Kaiser and we review our academic data three times a year and our social emotional learning twice a year we use our tiered instructional Matrix to drive data

072decisions and we have collaborative conversations about next steps um whether kids need supplemental or intensive personalized plans for patients our clts um kind of run like plc's we're getting there we meet twice a month they either have an SEL Focus or an academic Focus we are reflecting on our instructional practices we are talking about student outcomes we're sharing progress we're sharing what's going well what needs to be um tweaked what didn't go great and we're increasing our Collective efficacy focusing on our tier one instruction um and what Jessica said literacy like is a huge piece that we'll talk about tier one instruction we have Amber husky that we're models she coaches she works one-on-one she works with teens she plans she provides resources she's a huge piece of that CLT in regards to instruction um

073and then one more thing I want to plug with 1.2 as far as like things we're doing differently this year in responding to data we've looked at our edge of climber data Elizabeth brought it up um our first grade data so in first grade we've worked as a team to develop a plan for tutoring and we're going to start that second semester really looking at individual student s that are not where we need them to be yet and what we can do before or after the school day it's really personalize their learning try and close some gaps give them some skills that they need um beyond the regular school day to really make a positive outcome for those things so 2.1 we value the fact that our practices reflect and focus on Dei we take

074that very seriously we want to continually improve in that area and um specifically at Kaiser this year in collaboration with Kirkwood High School and Coach Macklin we have started a mentoring program with between football players and some of our males who identify as black African-Americans so that's been a wonderful thing to start we're in the beginning process of identifying as a very similar mentoring program for our females with female students from Kirkwood High School as well through our diversity committee we've had the need that's been identified that we need to improve the diverse texts that we use frequently as Mentor texts and that the students have a lot of access to in the classroom so in conjunction with our Collaborative Learning teams as teachers are planning for upcoming upcoming units we have one of the

075is that we look through is what what are the texts you will be using frequently with our students and then our grade level teams compile a list of texts that they would like to support their upcoming unit and then they submit that to the office and we order that thanks to funds from ASD Foundation anniversary Club so that's been a wonderful gift that we're putting into good use we also have a team that is involved in Egypt and that is um through character plus and that stands for equity and Justice Academy and character education our school team consists of both Alyssa and myself so we have administrators we have a primary and an intermediate teacher of color and our SEL coach our principal also has the opportunity to participate in additional layers of learning and

076experiences to provide additional context and a depth of leadership for our school team and finally through that work our team is developing um and looking at a sense of core values that we are going to present to our whole staff and we look forward to solidifying that and presenting it to our students as well soon or 3.1 um we I talked about clts we made we talk about tier one using Second Step so I'm going to kind of skim over that um and I already talked about the data that we look at an edge of primer with the Sabers and my Sabers Panorama attendance discipline report card we look at really the whole child to make sure that we're meeting their needs at Kaiser we have universals that we use to make sure that our

077kids know what to expect to increase their sense of belonging and we've worked with our SEO coach to make sure that those exist in every classroom in every space that common language we know our kids right um our Panorama data shows us that our sense of belonging is increasing increasing our teachers reported that we were down one percent but our staff went up four percent and our students from the families reported that they went up five percent from their sense of belonging and so we're going to continue that work one of the ways is our professional development around wellness and making sure our teachers feel that sense of belonging we're bringing back clubs before and after school and usually those are like passion projects that our teachers really have a high interest in and then

078our students do too so if you feel involved you're going to feel like you're like and then the last thing I wanted to touch on is this spot for logging our theme at Kaiser is belonging and so we use we purchased the book spinal belonging by Diane Eller who was purchased for every classroom at Kaiser it's a universal Regal lab that we did and it really set the theme up for the whole school year all kinds are adults at speed belongings shared or elimination um with a great belonging quote we wear them on Fridays and we are still planning out the pieces but we are going to have a spot of belonging art installation where each Kaiser can is going to paint your hand put it up in the main hallway to really symbolize that

079they belong so that's something for you to look forward to visiting soon okay and finally 3.3 improved Wellness for all staff just as Miss shern um pointed out that we can't you can't do that foreign for the wellness of all of our staff members according to our Panorama data from the summer we noticed that our staff was just not feeling as connected as what we'd like for them to feel and so we designed vertical family teams so on our wellness and belonging PD and during those times we participate in intermingled groups so we have custodians and and we have our office staff members along with certified teachers and teaching assistants all playing and hanging out and getting to know each other and we've seen a significant energy increase using that Panama belonging data that's come

080back to us we also love our Wellness Wednesdays of course we can participate at Robinson and we also have the opportunity to dress in athleisure wear and just enjoy a sense of captivity you know our teachers will go on walks before school and many of them incorporate movement into the classroom and highlight the importance of Wellness in the classroom with the student finally we are ensuring that we are honoring everyone's time in our meetings as we are very timely to our agenda we set intentions and measurable outcomes stick to the purpose of our meeting so we can honor our staff and their occupational Wellness was that under 18 minutes your colleagues have received a text [Music] you're good you're good at this time um do you have any questions Yeah you mentioned clubs are coming

081back yeah that next semester yeah next semester we have a few slated there was like a choir club that had started but yeah there should be some more coming inside awesome and then I just had a question because I was looking at the plans that you guys submitted to Dr Ulrich before and just curious about empathy interview where are you in that process so we've met with our teachers and we've talked about who do we believe that who do we believe are the best people to conduct those empathy interviews um and so the teachers have decided that they would like to conduct them within the you know the relationships that they already have with students and so they've taken on a less formal feel to them because the teachers would like to conduct those within

082the context of and many of them said that during their walk they will open the day with going outside and like taking walks around the track that they would just very casually come up and just start you know interviewing a student while taking a walk around okay thank you Kaiser you did a great job so I got the channels up for Penguin um I I think that with with the questions maybe they can be email yeah so I just wanted a quick point but um uh with all these buildings uh we make sure that we communicate with parents the good workers thank you great job next up and superstars [Laughter] okay hi everybody um I'm Jennifer Sissel This Is My Fabulous partner I am Amber Stewart and principal we are so we're happy to hear

083to be here to take a little bit of time to brag to you about Mark Glendale um Melissa kind of kicked off with just explaining the building leadership structure and I thought that would be a good way for us to start because it connects into our panoramic data um just so you know we also have we call it a building planning team so we have a BPT um and we used our those first two rounds of Panorama data to develop what committees we needed for this year so currently this year our school Improvement committees are culture and climate we have a Dei committee social and wellness family groups and Safety and Security and again those came from the Panorama and then those groups are charged with monitoring those parts of our Panorama net and our

084goals so I I'm excited to talk about panorama because we have found so many just good little pieces little nuggets in the data and we use it as Elizabeth taught us years ago it's a conversation starter your first piece of data is your conversation starter and so but we do use that to get the conversation started but we can also drill down to really pinpoint and make those action plans so for instance in 1.2 we um we took Panorama data that we've received from our parents that was not so high on students motivation and um students perseverance they were seeing it as parents we put that with our own internal data about how what we are noticing about the kids and their problem solving their creativity their perseverance and we came up with a plan

085to Pilot a thinking skills class and so our kiddos and grades kindergarten first grade and second grade um our meeting with our gifted Specialists as part of their special flirtation and she is working on those very issues right there problem-solving creativity um perseverance and being a good teammate that came right out of our Panorama data similarly our student data showed us that we our academic data showed us that we needed to shore up some of our interventions and um our teacher that our teacher Panorama data showed us that we all have a will to do this we all want to do this we all know this is important we're feeling we're not feeling quite the as efficacious as we could be and so with with reaching all of our students and so we work with

086lit link um Jessica we set a building-wide focus for this year on supplemental supports and so almost all of our time is spent on ensuring that our classroom teachers are feeling really confident in providing first of all determably what the supplemental support should be providing it and then we're getting into progress monitoring as well so with that again to help with people who weren't going up they haven't had all their hand wrapped around it um Amber who's a master of scheduling somehow created a schedule where we can um wiggle some things around and three times a year we just had one they'll let they have um two and a half to three hours extra with Jessica um during their lifting time and that has been so well received again directly from panorama we also leaned

087on our Panorama Dad if you move over to section um 2.1 and um to formulate plans for our Dei efforts we are also digging deeper with our girls about their feelings towards that um and we're looking we provide opportunities for our kids to have time with children who are identifies their same culture and our Affinity groups um and our tutoring plans are underway to start right after we get back from winter break and at the same time we're also going to be looking to create connection clubs and that will be based on data as well but it might be a matter of we see a need that we have some kiddos that we think could really do some time benefit from Team from some teamwork or learning to um so a teacher might might decide

088to have a Lego Club so we're looking forward to kind of finalizing that alongside so I'm going to talk about 3.1 when we developed a plan for three 3.1 and she really took time to focus on our Panorama Tessa belonging student data and although our sense of belonging data for students increased from 67 percent to 73 from Sprint from our spring to five data we knew that this was still a big area of focus for NG so some of the things that we put in place that we've implemented is our family groups and our lady in our bloody groups as well so with our family groups we meet monthly we just had our second one on foreign I was just in the classroom today with the student because Jen and I also run the family

089groups as well and one of my buddies was like oh my God you ran our family groups like we're also they are really excited about making those connections with Sam this year a lot of our activities are focused around our school thing which is I belong you belong and we belong so that's our Focus this year and we have our buddy classes in place this year and students get together and they read books they share their writing and they just do different educational activities which give them opportunity to connect and feel relationships also we are spending time reviewing our Panorama data we're doing that in all of our committees so Angie has seven committees so we are spending time really digging deep into that data to figure out what changes we need to implement in

090our building and what things that are going really well for us we also have our student support team and Alyssa kind of touched upon that earlier his personal buildings is called SCP for Less didn't support team so we kind of touched on that where we all meet together as a team and kind of figure out what things we need to put in place with whether it's academically or social emotionally to support the needs of our students also um we have a school calendar that reflects that Varsity we're really excited about that we have idea team as well um if you want to check out our morning announcements if you look at little Tim boards if you're visiting classrooms you will see that we are definitely making sure that you see diversity throughout our building we

091knew that we had a true need for school-wide universals we met with teachers this year I mean this summer before school started and we and we have some universals in place for different parts throughout our building and our and our universals are focused around our energy pledge as well in addition we have the SEL teaching across all grade levels we kind of talked about that earlier and just making sure that we have second steps and classrooms we're doing those restorative practices we're having those families those schools and classroom circles so we have those things in place yeah and we are so excited because Angie not only has one but we have three therapy dolls in our building and so it is an exciting place to visit okay um I think Millie is even in our

092um yearbook yeah okay so we have Millie we have Chloe and we have Lucy and um they really help address the social emotional needs of our students and we have schedules in a place where our therapy dogs can work with individual students as well as in different classrooms throughout the day so that's exciting also before and after school clubs are back this is something that we lost through the covet unfortunately but I will say that this is something that our students love we have our sound which is back as well which is our music Club but we also have the change maker club we have our chess club and something that's new to NG is our gardening club so we have some exciting clubs in place moving on to 3.3 when thinking about um improving

093the wellness for all staff we set in our Focus around our teaching teacher belonging data which right now is at 64 and I started to login data which is at 48 both have increased about 18 percent um from our looking at our Spring Supply data but we Jim and I felt that staff Wellness is something that needed a great deal of attention here at NG so some things that we put in place is that we have our improved staff spaces so we have a lactation room now we have a new staff work work workspace thanks to our super awesome PTO we now have an updated staff Cafe that's always stocked with free goodies for our staff so they're excited about that and then we also have three new restaurants which is really truly a big

094deal also we have our vertical family teams we meet monthly pregnancy meetings this year our time together is focused on activities that provide opportunities to connect to reflect and just build relationships and then lastly we have our social and wellness School Improvement committee also our Safety and Security School Improvement committees as well so our um our social and wellness school committee thanks for the life a lot of time just kind of focusing on those Wellness PD days really getting input from from our staff on what they need um also we take time to celebrate Midwest staff monthly we just celebrated our Tas we put some goodies in their mailbox and took some time to just acknowledge them and so those are things that we know that is that's really important and for our school and

095School Safety and Security team we put a lot of time into really focus in on our drills we get together and we talk about improvements that we can make things before going well just what practices do we have in place to make sure that our staff and our students thank you thank you um at this time we'll start there with Kevin yeah I love the social emotional laws [Music] okay Miss sure I just it's not it's just a comment I just love how you how you data to make informed decisions about the um I'm sure everybody is looking at kind of you went in depth with how you're using it so oh great job okay well thank you Angie next stop hey you guys it was ten minutes [Laughter] okay here we go challenge accepted

096five minutes all right so Robinson on 1.2 we really want to celebrate and thank the board for allowing us to use our title funds to hire a literacy coach full-time in our building every single day working with our teachers supporting our teachers she also supports families through a monthly newsletter A literacy connection to help build their skills skills at home we know that that's really important and something I want to highlight is that our Universal instruction last year in the fall we have 20 benchmark assessments for academics and grades K through five we only had one that was performing at the 80th percentile at Robinson and this year we have four well it's not a time that's a four four four times as much so we're gonna celebrate that we started PLC work last year

097with building leadership capacity uh we partnered with Ed Plus for some learning we're continuing that this year and we have rolled out plc's weekly with all team members twice a week we do double plans so earlier we asked about Universal instruction with our counselors during those double plans our counselors are providing Universal counseling lessons as one hour of the double plan so the kids go to specials for one hour and then they have their counseling lesson for the second hour or an equity lesson with Dr Alfred for that second hour so it rotates between counseling and equity for that Universal instruction consist consistently for every classroom teacher it has been really beneficial for them to have that extra time together we also use that to identify our students for tutoring our first tutoring program we

098partnered with heart to heart in Mitchell Park and that began in September with 21 students we added a second heart to heart tutoring beginning in the middle of October an additional 18 students and we are rolling out today was our first day of In-House tutoring with our Robinson tutors and so we've identified an additional 15 students so we now have three tutoring Cycles running consecutively between Meacham Park and our building each week super awesome in regards to go 2.1 practice practices reflecting the focus of Dei we have used our data to monitor I'm sorry our belonging gap of monitoring those uh we're using our edgy climber tabs to be able to quickly identify our students and figure out who needs enrichment and we use that information in our tlcs to identify the specific strategies we're

099using to support um we are also incorporating the equity lessons in during the double plans which I get to kind of flex my Dei muscles because that is an area of expertise for me with my doctorate um we also have our grades three through five students we have surveyed them and try to figure out their area of belonging and fitting in and their Safety and Security um from there we've aligned it with our math and self-efficacy questions as it aligns with our strategic plan with those results we've communicated with our teachers and we use that information to plan how to support them and how to really drill down what they need be connected them with mentors within the building we've been able to support through Affinity groups within the building and we have been able

100to um really lean into that that belonging gap for our students I'll also highlight her two point one our gender gap we are well above the 6.2 percent in all grade levels except for first grade so we are above that goal that the district has said and 3.1 climate of culture and belonging for the adults at Robinson we take our faculty meetings each month and split them into two parts 30 minutes for wellness and 30 minutes for new content learning we think it's important that just like the district says that they are honoring and valuing that staff Wellness that we also take part of our faculty time to build on what the work that we're doing as the district around those eight Dimensions of Wellness and so we have seen significant increase in our data

101our teachers went from 34 to 44 and our support staff went from 38 to 67 on that belonging and we also do quarterly staff check-ins one-on-one so every quarter we sit down with each staff member as an individual and we ask them questions about how they're doing what we can do to further support them who else has been supporting them and then giving that feedback to the people who have been a support so that sometimes you forget to say it when they're the ones walking beside you so we make sure that those other people know hey they've identified you as a support and just to highlight again that like coach 14 of our 34 classroom teachers specifically cited her as the support for them so that work is so important because it does help us

102to feel more connected we do grade level Town Hall assemblies um that means that our kiddos get together twice a month as a grade level and after 89 present we have fun we also focus on our expectations we review what's going well we celebrate our school Improvement goals we celebrate our attendance goals lots of different ways that we recognize our students we let them vote on their recognition so each grade level is different some might pick up PJ parties some might pick popcorn some might pick extra recess but it really is a way to get those students involved in monitoring their goals and celebrating as a grade level when we've hit those goals that align to our Improvement plan and that has led to our students increase in data from 66 to 75 percent and

103we also do fun fridays one of the questions that we had is how do you measure your goals and your progress fun fridays at Robinson were started as a way for families to come in during lunch and just have fun with their children we play uh dja here she plays the tunes for us the kids can pick their songs and we just connect and we relax and it has a theme Dr Ulrich got to see us on superhero day last Friday so we started bi-weekly and at the end of first quarter I took a staff and a family survey and we made some adjustments based on that survey we changed it to quarterly and we also changed it to bringing in lunch for the children to just a drink or dessert because those kids who

104didn't have families attending it really was dysregulating and upsetting for them so making sure that we listen to our parents and our students and our staff and make adjustments to our goals as we go with all 3.3 with improved Wellness for all staff with our belonging events we make sure we include their voice and choice and we include different activities that are um social and nature so bowling um we also give them a voice and choice so we give them a few options based on surveying the teams and seeing what they want to do and then we take the top two and let them vote between those two choices um we also have our um we also have opportunity to have some belonging activities around equity and implicit bias which is really important for us

105Robinson has the pleasure and the honor of being the most diverse building in the district um and so with that we know that some of the challenges we have around wellness and belonging are unique to just us as related to racing equity and so we make sure we have that space and time to have those restorative conversations those courageous conversations those problem-solving conversations around being team members and really getting along with each other again so we feel well and safe um not just physically safe but also socially and emotionally safe and finally as everyone else has alluded to our Wellness Wednesday we have our Wellness activities after school um we also have our dress down actively activewear for our staff we also encourage Wellness activities throughout the day so on Wellness Wednesdays we encourage a

106walking club during the morning sometimes they walk the building they walk outside the building students are allowed to kind of get what they need and our staff has safety plans their badges where they kind of if they have a moment where they're dysregulated they invoke their safety plan as part of their Wellness where they can say hey partner I need them both my safety plan which which walking outside and they know we have to have to tag in and help each other any questions before we turn over questions one thing I will say and I want to make sure you have taken this to into account so I want to make sure that the board hears about this is we have a real balance that we have to strike upon attendance in those expectations right

107because that's one of the things that we've said both with our staff and our students is it's a much different expectation we've had that we had to recovered and so I know that attendance was a major emphasis for for Robinson so how do you balance I think I might have anticipated maybe a couple of questions from board members is how do you balance of acknowledging better attendance while at the same time not over emphasizing and maybe having a student or a parent who thinks they need to send their student when you know when when perhaps we wouldn't want them to based on our guidelines I don't think that we have to extend for work sessions okay can I propose that maybe we consider pushing the board Norms discussion of those and have a full discussion

108let's discuss that after we allow this group to finish the presentation continue sure okay so for attendance we have an automated letter that goes out we did revise the letter um with Dr Bailey uh nurse Tadros as well as our social worker we do have a full-time social worker at Robinson and so we added a specific paragraph that talks about if students should not be here please do not bring your student thank you for following guidelines and adhering to um that practice that it really is just an awareness piece because oftentimes at Robinson and I'm just speaking for our building we might have students who are consistently leaving early or arriving late um for a variety of reasons and families often aren't aware of how 20 minutes every morning adds up to actual days loss

109of instructional time and at Robinson in all of our grade levels we have our social emotional learning block as the first block of the day because we want our kids to come in and get regulated and be emotionally and mentally ready for the day ahead and to have that check in time with their teachers and so if they're consistently coming in late we each of our families are aware that that time does add up and they are losing really valuable and important instruction and so it really it balance when we do our celebrations we don't um exclude any students all students get the PJ party all students get the popcorn party it truly is a grade level and a building celebration and then um we have wraparound services with our social workers so we have

110implemented attendance interventions which we haven't had since I've been at Robinson so making sure that we work with our counselors our family Dr Bailey our nurses to provide any additional supports that families need to make sure that the kids are here at school every day it really um it was a huge concern for us last year we had 49 of our students missing um about 20 of the school year so almost 30 days of absence even with covid that's a significant schooling and so to help us close our achievement Gap our belonging gaps we have to have kids in the seats we do our best learning with our teachers not through worksheets or online assignments we want our kids face to face with our teachers as much as we can and to support that we

111also have our attendance meeting we need driving with our SUV team together to brainstorm new and innovative ways to support attendance across the world I knew you'd be ready for that okay we'll take any questions Miss Bernardi I just want to say thank you so much for those tutors for the heart to heart tutoring and for involving the community and that because people ask me all the time what can I do to help and they really enjoy being there and I'll be looking forward to seeing the results of those on on your data because Robinson is a very special place and I appreciate that you have the literacy coach because you need that and your students need that so thank you for all the extra things you're doing for them thank you to our community

112and to let me uh the building and everybody that helps support us it really is a team effort urbita has been amazing in helping us to expand like I said to two days so the program is growing exponentially and we have plenty of students that can use that extra support so thanks to everybody and and I'll just go through kind of put you back off of Angie or Miss Bernardi um just great way of responding to the data like mid-year like you said started off at the beginning of the year with something you worked in October and saw that you need it so that's great but I did have a question monthly Equity lessons what do those look like so it is um I start with a focus on what the kids are interested in

113um and then we try to kind of follow up things throughout folk um for example last month we're wrapping up this lesson um with grades Fifth and fourth we are reviewed it and re-allowed for many athletes because it talked about um Equity issues racial issues social economic issues and we have uh discussions we read aloud we do activities and have discussions around those things won't look and we talk about different problem-solving ways and contrast me as to what their life looks like it's really just me going back to the classroom um and tapping into my teacher roots and enjoying some time with the means catching five which is really awesome it's kind of similar to what Mr Stewart said just having an opportunity to really connect in the classroom in a way that administrators don't

114always get to do um with with kindergarten through third grade I tend to do a different theme every month we've talked about our families and how they can look different we've talked about what makes us unique and different we talk about racial differences personality differences physical characteristics social and emotional characteristics how we manage our feelings how we learn differently I use um we use some resources from no place to hate and um it used to be teaching tolerance but now it's called thank you teach you through Justice we use some of their resources as well um as the holiday season comes up we are preparing lessons for uh diversity within holidays different um how people celebrate their different cultures um so we're not focusing just on one person's culture and one religions culture just kind

115of exposing our students to a variety of things so you know the focus is always to celebrate diversity in learning about our differences and then understanding how those differences make that's special and we come together in our school community to live together thank you it's a lot of fun too hey thank you so much thank you thank you um just to let you know that um Mr Cavanaugh had to leave to attend an SS um meeting he serves as rssd Carol silver and so it's not that he didn't want to hear her options um he will be able to view them yeah we're only going to take about an hour of your time uh Beau said we could have their time as well so uh I want to preface all of what you see by

116the way I'm Max Uber by the way I'm the assistant principal at Tillman uh happy to be here speaking part of this group for the first time um just want to preface uh the work that you see on the board everything that we did everything we submitted to Dr Roller in cabinet we vetted through our school leadership team so they helped us with the draft in the summer they helped us again after we got some feedback from cabinet and they also took an active role in helping to roll these goals out to our staff because we know that Marie and I are just two people and if we seem to be the the holders and keepers of these goals they're not going to live the way we want them to so everything you saw we

117got feedback from our leadership team I'm going to dive into 1.2 I'm not going to read the definition of it to you again you've heard it several times but the first thing that I would point out is we have weekly data team meetings we are not in a strict PLC structure yet but we are starting to fold in plc-like pieces into those meetings and those are weekly meetings at the grade level and those meetings can also involve support staff District facilitators interventionists Sev members and our reach teacher we also have monthly double plans where they have some data work one thing that is we feel very special and and proud of as we have a designated teacher technology coach who assists teachers in leveraging tech for academic engagement Marie and I believe very strongly that

118sometimes your most important role as a leader is just to get out of the way of people who are doing great things and that's what we did with Jessica Hawkins in this this Tech work that she does so two days a month she does some work with teachers on staff she does some planning work within some co-teaching some resource procurement what was great though is she also realized there were so many people who were interested in this work with her that she couldn't get to everyone so she asked teachers to really kind of opt into different paths so you had some some teachers at the beginning of the year who were very tech savvy and ready to go you had a group of teachers that she's starting to work with now who are warming up

119the idea and then she has a group of teachers that said you know I've got a lot of other things I'm working on right now and maybe uh this second semester you can come to me and we can start to work on Tech things um but she's doing some really great work there uh the last piece is we have vertical math meetings uh our Panorama data told us that only 68 of our students responded favorably in questions about their cell and so we know that like giving Math teachers time to talk through and work through plans to address that data is going to be super important uh we also know that in in specializing as we do in grades three through five um giving them the time to really come up with some some codified

120shared vocabulary and strategies so that each New Year a student isn't now uh learning the game all over again uh so I'll move on to 2.1 uh the first thing uh that I want to discuss is our staff professional development on diversity equity and inclusion at staff meetings we just came for one right before we uh headed over here today uh so we have rounds of student discourse which is essentially where we have a shared text across the building everyone in the building every class in the building reads this shared text we also shared questions so there are questions that every single grade level discusses with their students uh then we come back together as a staff and and this week or this month what we did was we actually just had our teachers have

121that discussion as well so instead of just talking about how it went with kids we provided them with an adult text around the same issue and ask them the same questions and have them have that discussion now step back and go cool what did your discussion look like what did kids discussion look like how do we start to close those gaps and continue to enrich that work for our kids um we are also going to be conducting a rounded empathy interviews those will begin uh in the third quarter we have started to compile using our Edge climber data compile to make sure that we have a diverse group of performance abilities so we're not just talking to our low performing Girls in math how can we talk to everyone to get their feelings about how

122they perform in math class we also have some STEM related activities for our girls so things like coding Club Steam night robotics club and chess club right um okay so climate of culture and belonging when we looked at our Panorama data um that tends to belonging to something that came up that we really needed to focus on so we put heavy emphasis in this area we started working with restorative practices pretty deeply um a few years ago um and had two teams of teachers go through the restorative practices Academy from and plus and again ask this year of any teachers that were interested in that I mean two more teams going through so that is quite a few teachers who have a really strong depth of knowledge around restorative practices because we know they have

123a sense of belonging you have to feel included in a classroom you have to have relationships and restorative practices is all about those relationships and repairing them when they're harmed but building them on the front um we also have ta meetings that are focused on restorative practices um again they're witnessing those unstructured time so we need them to really be trained in that way we also have full staff Community circles which is a part of restorative practices so each of our staff members is in um a group that is their Community Circle and we dedicate time for them to do rounds with other staff because it teaches them how to do it but also connects them to other staff members um Affinity groups is a huge focus in our building if anybody knows Tamela Merritt

124you know that that is something that's very important to our passion and that's another one of those times when we've kind of just gotten out of the way and let her take a lead we now have Affinity groups for students who are Asians students who are black and multiracial um and our staff of color plan those we really just say what do you need from us but then we get out of the way one thing that we have layered um on the last last year and this year is teaching our students who are white what those are and why those are important and that was really um something that came out of our kids saying well how can you get to go to lunch and have lunch with and why is it all the kids

125who look the same going to lunch together and we thought oh my gosh we left out that whole piece of making sure our white students understand the importance of affinity groups and I think that's been really good for um again that sense of belonging we also have made sure that we designate time for our staff of color to have time together for their own affinity group so they we cover them so they can all have lunch together or have time to plan the Affinity groups and just really have that that time to be together in the space with people that look like them um so Mr Hooper kind of took a little bit of my stuff this is my main role at Tillman is the still Maria's number what I do the best he does

126it so well okay so we do have the discourse and really that came from a place of if kids are not comfortable um talking about all the isms of any you know racism and ability and all of the different um ways that we have um bias in our world then they're never going to make it better right they're not going to be part of the change and what we found is honestly our kids are comfortable and want to talk about it's our adults who are not comfortable and so our discourse that we do the teachers help plan the questions we have a committee that chooses the text we debrief out to where we can say this was kind of an ouch moment I didn't know what to do when this kid said this can somebody

127else help me and it's really to build capacity in our teachers to facilitate those conversations in a structured way so that when they come up in unstructured times they're ready for that because our kids are craving it and it's something we really value I'm very passionate about this um and of course we tied into our Ela and social studies curriculum so if anybody questions why we're doing it or what we're doing we have curriculum ties to everything so we're done um and then we have a unite parent group um that does they actually now know what we're talking about in that discourse and they are planning questions and and activities outside of school for our parents because we want our parents to be able to talk about those as well so we're really tying it

128across our whole Community um so we've done Hispanic Heritage Month gender Norms abilities disabilities we'll do black history Asian Pacific Islander so we're trying to hit on all the different identities that could be in our building that um so the last one 3.3 is improved Wellness for all staff and as I'm sure you all know Wellness for our staff at Tillman is in particularly in need of being taken care of we lost two staff members unexpectedly in less than a year's time um so we've really put a lot of thought in how we can take care of our people in light of the tragedies that that have come to to Tillman um again we use our Panorama data we have shared ownership of that Improvement um we created step Wellness committees um based from our

129leadership team's suggestion about how we look at those eight Dimensions of Wellness we have one that's learning and service we have a Wellness One a social one and an equity one and that hopefully builds capacity for them to be part of the solution when we look at um so for Learning and service we've done Leaf raking for our neighbors to say thank you since we're parking on the streets now because of our construction so we're trying to take care of our neighbors we've done a step challenge for wellness for social we have many social events after school Equity we did a lot of Hispanic Heritage Month activities that they helped plan so the staff really is a part of planning all of this and these committees are across the building so that creates the events

130of belonging and knowing each other across the building which we think has been kind of added benefit of that um we are planning Wellness days for staff and for students that are Tillman LED in April but we're asking our parents to come and Lead those because we feel like that brings our parents in um to being valued so their expertise we you know you know baked and we have a nice long list of parents that are willing to come in and debate or whatever it is that there that is their area of expertise or feelings feelings um and then obviously our use of Staff PD for wellness for the ones that are valued by us we're really excited about January's happening um our art music and PE teachers are very excited to be the ones

131leading those annotations where it's where we get to experience what goes on in their classroom because we don't get to do that very often times and then finally we have a connection across our groups uh we found that our great our support staff do not feel um as connected in our building because they don't get to eat lunch I mean at a very basic level because they're covering lunch and recess so now we are covering their duties so that they can then have lunch with their grade level team and feel that sense of improve and and being a part of the team and then we have value classes upgrade those work together so I think that was everything [Music] thank you so much um start down with Miss Bernardi well I gotta say something for

132everybody involving all stakeholders um building your decisions [Music] and the one thing that you know when when you're talking about about you know making sure you know kids are wanting to learn more about this stuff adults and I I think one of the things that we've got to make sure that we're doing is that we're bringing the door and so I love to hear what what you know how you are connecting your unite group with what's going on because as appearance we just want to know and then also we can often teach parents you know thank you for all you're doing great job oh wow okay coming in you're saving the best relaxed whatever they said so we'll see you guys later um no but thank you for giving us the opportunity we'll be happy

133a little bit myself thank you again I'm gonna jump right in 1.2 our real focus at Westchester is the academic piece especially getting all of our grade levels um at 80 percent the 1820 benchmark making sure that we have our students where they need to be academically done a little bit of work especially with the kindergarten Readiness assessment coming from the district and looking at some of those gaps looking at some of the opportunities for us to provide some other things for our students that are coming in whether it's through language or math that's really kind of one of the things we tend to looked at the big Focus K-2 I would say would be our Sunday um construction making sure it's what Fidelity it's happening every single day as well as our Hagerty that's

134going to be the real big key toward our success if they're below Benchmark how we get them something more support the benchmarking reports have been shared with parents in the fall we'll do that again the winter looking forward to seeing some of those results and the screening is really really important the focus K-2 has been with the Mastery checks and that's been instrumental in keeping us where we need to be in construction close that gap for our students in K102 a lot of the work that our third fourth and fifth grade teachers are doing are with some of the illuminating assessments they've been working with um literacy link to do that so that's been very exciting we've seen some promising results they've helped them write them help them pilot them and Implement them and hope

135for over a period of time and see some progression some going towards our map results we're really excited about that we're working with our Cel organization give it feedback from the teachers so that's been really great work we're having a great level of meetings they meet monthly with uh Steph and I as a mandatory time for them to come in they definitely meet weekly amongst themselves it's really really great to see so we have each one of them working we're also working with the special areas as our SSD folks and we have a building letter level leadership team then we meet with as well and when we do our school Improvement plan each staff member is on one on the four-fold so everybody has to be on a global they're a part of writing the

136plan to present to you guys when it comes to our Dei and our diversity we're doing our benchmarking meetings providing a lot of images for stems because that was a lot of things that we saw in the school improvement process all of our clubs are back and we've had girls in the Run we have Vex we have a writing Club Shameless flood we're co-hosting an events tournament on Saturday so if you'd like to come feel free to come over to Westchester Minnesota we'll be very proud I'm looking forward to that we have some Affinity groups that we're doing in fourth grade with some of our kids with stem in third grade we have an African American group [Music] during one of our new instruction Specialists and then also we've been working with Amy Randalls we

137have some ELO mentors that are coming in so we're very excited about that getting them connected with the different cultures and things I'm going to turn it over to Dr Lippert she's going to discuss the other two rules and my tenure as an educator I've never been more excited about it but it has been so much fun to see our staff and factors come back together and also be back to our we our family um we started off the year at the park at Tucson Park where we started with the strengthsfinder book some of our staff had already done it but it was nice to see 10 years later what our strengths are now and it really helped our teams Bond and understand where people are coming from they are still talking about it to

138this day in fact they had our third grade circus last week and a team came up to me and they were like this has been the most incredible third grade circus that we've ever had just simply because we knew where everybody was coming from and we knew the in the intent behind the things that the decisions ever made so it was really neat um we also started mindful mornings and they started with just once a week but I actually had a student come and ask me to do it daily so after some discussion I'm on um staff we're doing it every morning and there's some directed mindfulness as well as just some personal mindfulness that happens um and I'm learning how to use the singing bowl we have about 90 of our certified full-time staff

139that are trained with restorative practices have another group that's going in to the next Academy next semester which is great I'm really proud of that because if you kind of started as a Grassroots effort in the office whenever I started in the office and just by seeing the successes of kids preparing harm and and learning to problem solve on their own teachers got excited and they're really doing a lot of work there's no more than taking effects mentality it's really like let's actually repair and teach students how to work together um we also have our after school clubs as well um one of them that's kind of goes with the culture and belonging is the power of the positive you're the second grade teacher who does that in the mornings once a week and they

140talk about affirmations and gratitude and maybe some yoga and some breathing it's been really successful um we have a therapy dog but we also have therapy chickens they're not as good and then we have just been bringing back all the volunteer activities um one other thing that we're doing is we block off an hour every Friday and offer that as an opportunity for families that want to come in and talk about anything that they want or ask questions to come in and speak with us and we've had a handful of people to discipline that it's amazing um for 3.3 we have the oh little wagon that goes around once a month my stuff's different um but that wagon has all of the teachers favorite treats and so they get and just once a month they

141need a boo-boo and they can kind of fun we've learned that the quickest way to an Educator's heart is through food so it really should just saves food on that bottom one and but we do do food Fridays and every um team brings in um they pick a Friday to bring in food and um but we've all but again back to the food theme there's a group that's going to time for dinner to do meal preps we have cookout contests at least twice a year and so that's just been fun um we also have our Miami training um that we did about with our staff tomorrow they'll be coming and speaking to our PTO which is great and then our plan is to move that into our fifth grade so um just talking about mental

142health mental illness and designs and the warnings and the symptoms of Mental Health um we too do walking Wednesdays well this Wednesdays but we do walking horses so you do it in the morning I think somebody said I'm walking in the morning but we do it in the afternoons and so group just gets together and they talk dirt bent or you know share their excitements which is great too and we've just gotten back into games where we have a staff meeting we're starting it off with um what do you mean which is a cleaner version of Cards Against Humanity the staff just are talking about how much more fun it is [Music] okay we'll start out chica so just one thing I want to make sure the clarification Dr Lemberg because I I think I

143know the answer to this but you and you um mentioned briefly that you you offer a time I believe it was once a week for a parents to come in and if they want when you said talk to us who is the US okay so Administration is that you offer that opportunity a standing opportunity okay I just want to make sure to clarify that yeah oh God um great job with listening to student voice like when these the mindful mornings once a week for kids like they need that so I think that's important and just overall because I won't say anything else just love the collaboration amongst all elementary schools around this work I think it's some amazing things I'm excited but because we don't know we can't hear you know um or see everything

144but it's good to hear from you what you doing keep it up yeah that's I I think I just want to kind of echo what um Sean just said you know um we're so proud of you guys you know it um it's so fun to hear um what great things you're doing and just to be able to kind of hear and see you guys is just feels really good so you did a great job I know that this makes for a really long day and probably another long day tomorrow and probably a long week but I just want you to know we are so thankful um for your hard work every day and for all that you do for our students our students are are lucky to have each and every one of you served

145there serve them so wow great job and if you do not have to stay and listen to the taxes but if you want to you don't run blocks for thank you [Music] I think that's all that I'm gonna do indeed that's what they said I was told that yeah I'm giving you this computer to use in just a second here okay well yeah just uh just to keep it under five minutes yeah okay I was told to keep this short well we all know you know how I make projections and I've been doing this now for seven years um the last uh every year let me let me just say every year uh with new enrollments and New Birth data it paints a somewhat of a different picture um you know what Dr Crawford and

146I'm gonna just pause you one quick minute because we have a new board member um so I just want to make sure that we introduce you um that this is Dr Crawford and he um does our enrollment projection s welcome and he's now an expert on the elementary schools in the Kirkwood School District I I more impressed with professional presentations uh you can see that the uh and not the blow smoke at the board but can you see more of it is really gotten the message out to each and every schools and again I I have relatives that attend schools of The Serpent School District and I didn't know anything about this my only suggestion my would be you know there is a gap and we'll talk about the gap between the number of the

147population that you could have in your schools in the population that's there it seems like to address that Gap it would be great to get these messages out to the community and I don't know how better to do that um but uh but it certainly is a story Okay so um okay so here's I was going to talk about this but we're going to skip over this and I'm going to go directly to a couple of my favorite slides on data and methods basically my enrollment projections are made from birth counts that are geocoded to the district's boundaries this is done every year for updating the kindergarten enrollment projections this is vital in the severity reporting for the projections themselves because all classical I saw the word cohort I think you got that from me

148I like that I mean all all class cohorts start with it we're going to give you credit start with a Birth Cohort or a Kindergarten class and then they Advance through the through the system great by grief at any one time in a school year you'll have 13 different cohorts going through they all have different histories they all start from different beginnings and each attendance area is different so you can see the complexity as [Music] they do go through uh the the dots that you're seeing are based on the data extract that the district obtained from the Missouri Department of Health and Senior Services we geocode by that zip code extract and then we overlay those births on top of the boundaries we attribute attendance areas to those boundaries and then we develop counts for

149each do the same thing for students basically the fall 22 the student records were provided to me they were geocoded in for all those dots outside of the district's boundaries they are students the attend the district but they are not included in the enrollment again getting back to this cohort notion again you can see that green light diagonal line that is the 22 school year fall resident Romans as of September 30 and you can see that again each of those each of those columns represents a cohort students and what I do is I generate key through K-12 rejections by grade okay for each attendance area again I know that we don't have high school students going Kaiser but we do have high school students living in Kaiser so we so I generate a K-12 for

150each attendance area because you have a feeder system in the district I roll up totals for Middle School knifer and uh and North as you as you're going to see as a as Matt is probably well aware of there is quite a bit of difference in the profile the aroma projection profile formulas as well as for the elementary schools this all gets into boundaries and uh those kinds of issues so just to sum up my data methods again the basis of my projection model is the ratio of current resident enrollments previous enrollments and this is all based on resonance through a Ministry of assignment and through staff bringing in their kids to attend school the actual Building Council might be moved firsts are used to calculate cohort survival ratios for kindergarten enrollments and again these

151csrs are applied to kindergartners that will be attending the district five years down the road and again the result is a data driven set of enrollment projections that again do not assume future conditions states of the economy labor market participation pandemics whatever I mean and each uh each year I want to emphasize this is not only based on enrollments uh rather than Romans but also each year presents a little bit of a difference so dealing with the findings as we projected I think last year two years ago um the district would be expected to increase by three to five percent now we're looking at a modest increase of about one percent through 27 through well 27-28 school years you can see on these graphs I've identified that covet impact here you see the dip in

152the enrollments which have had an effect on projecting out what the enrollments are going to be five years down the road I do this for all graphs except for the live birth data this is really an interesting graph where you can see that the district experienced somewhat of a boom in births between the 2015 cohort and the I would say the 2026 cohort Earth generally went up now it looks like in 26 and 27 births are leveling out at the 2015 and pre-2015 and again this is based on cohort the uh the births in the relationship between births and uh enrollments I believe that you all have my report and you have my slide so I'm going to go ahead and go through this very quickly Kaiser this is what we're expecting in Romans to

153do a very very tight relationship between births and kindergarten and Romans I would expect Kaiser Aromas to be off next year and because of that covet impact here that dip will probably be off for the 27-28 North Glendale the profile is different Dr Glendale is going to increase in Senator New Orleans um kind of give you an idea Kaiser is going to be off about 14 over the next five years and Kaiser are in North Glendale I'm sorry is going to increase by about . the Robinson area it looks like their Covenant impact came in 2122 again it rebounded in 2223. there is a real good relationship between births and enrollments and Robinson and I would expect their enrollments to decline a 27-28 by about 12 percent Tillman Tillman attendance area is really interesting because

154it's a split between two different middle schools and if you look at my report uh it's also injured but I interesting is that kernel density Graphics shows the uh the concentration of Earth's uh in the district Tillman is one of those areas where we have uh I would expect Tillman to decline by about 11 percent to 27-28 Westchester is going to increase but then level off into five at at 592 compares to the current enrollments that represents a gain of about four percent between 27 and 28. the profiles for knife or North are quite a different knifer things are going to be Steady Eddy over the next five years that's assuming that the attendance area is still changed and North uh it's a good thing that you're building because you're going to need a room

155respect North to increase by about 20 percent based on current benefits and Kirkwood High School um it's interesting if you take a look at the north graph and Kirkwood High School as North sobos Kirkwood High School as we move the cohort into the projection interval in 25 26 you're going to see a an increase and I believe a steady increase in number of enrollments because again there's no school kids are going to be hitting the high school grades I provide a summary of what I just said and I think it's easier to look at a graph than it is looking at words so um the ongoing better practices are best practices is to do this every year because again as we add new data to the enrollment projection model things can change that things do

156change yeah so Dr conference one of the things as as we have the opportunity to work through for now for three years one of the things we consistently heard is that the the growth that we can expect would be modest that was the the message that we gave throughout our prop our campaign was that we had capacity needs now in our schools and that we needed to build to accommodate modest growth that I believe that the numbers that we had communicated to our to the community we're anywhere from about three to five percent over the next five years as as you have noted that has changed um to uh close to about a one percent very gradual again modest growth but I don't know if I'm stealing the Thunder of maybe some board member's question

157but want to make sure that we we address what what would you address that variance to um in terms of this now new updated enrollment report uh it's it's covered it's the covet impact you can see the very clearly the decline in Romans between 2019 and 2020 the rebound which wasn't as great as you would expect it to be in 2021-22 the fact that because there wasn't a rebound to the extent that I would expect there are households that are taking other educational opportunities and I think that you still have to still have to play for those kids that are going to come back I mean what you're going to add to your enrollments later down the road so I would say that the you know clearly you know North and high in the high

158school enrollments are going to keep going up you're going to see an increase in Westchester and also in North Glendale the Kaiser Tillman and Robinson stories are a little bit different but again the district has to plan for any kind of growth that they can expect from current enrollments by kids coming back to school thank you okay at this time um we'll start out here with uh these are this little chica um Mr boyco oh sorry Michelle did you know something better uh so I I a couple one is probably more philosophical um but that means you can't be wrong um do you have any sense it seemed as I was looking at the data like that covet impact was largely seen up to kindergarten which would make sense people never start their kid after

159school they don't have the same time and now they originally started it a private school or other venue and would see that through until middle school do we have any sense about first of all do we have any sense about whether or not those people would return when it becomes another transition year middle school or high school and in your projections have you projected uh as part of your midline or five-year average whether any of those children would return okay first of all the five-year average is director Bernard executive so the high and the low I've got those in dash lines you can consider those the outer interval of what you can expect typically the high one is if you were to extend the line pre-covered from 2019 into 2023 that that high projection level

160probably fit now in terms of kids coming back um you know it's it's uh it's really hard to figure out what households are going to do and when they're going to send their kids back you may see if you look at the the graph that shows the difference between births which is the population that can be going to school and then the actual enrollments there's a gap that means that you know that there's a gap that can be filled with additional enrollments down the road now whether or not householders decide well I've tried kindergarten at a private Source I've tried to first grade with a private school and now I want to try the public schools out in the second grade that's something that that can be read into some of the the current survival

161worships which I provide in my report um so typically and and again this is a this is a philosophical issue um I think that the best way of making projections is by going off of actual enrollments in place if I factor in well let's let's assume your two percent increase in second graders in 20 26. well what if that two percent doesn't show up or better yet you know if I'm projecting from 2018 let's assume a pandemic knocks off 150 students from the total which you know it's about eight to nine percent they're probably you know probably be right there if I assume that but again no way that I would know them and then it would have such effect also there's no way that I can assume that a pandemic and a rebound from

162that pandemic is going to hit your linear grades so that's practice keep doing this my other question is more pointed deals with the other document that was put in front of us uh the enrollment study specifically graph three of the enrollment study uh Compares bursts to the higher average and midline of your projections it shows that next year 23-24 you saw a person 465 and you can I can pause if you need to pull it up or you have enough yeah that another one there we go okay uh so in 23 24 you see the first is really close to the projected enrollment and then the following year the births were higher but the general projected enrollment goes down pretty significantly it wouldn't you attribute that to right um well the births are going up

163it's it's basically the cohort survival ratios for the lid and the five-year average of the you know as you move as that line moves into the projection interval that that 463 uh is also factored into the trend line that starts basically the 25-26 and goes throughout I would say that the 2425 is in the model I would expect the projections to come up better closer than we did but that that line that carries through 24 25 is I would say it's a little bit off it's off just like the uh line between 2021 and 22 is showing a small increase could get a spiking boots so kind of how the modeling right nice big I don't have yeah I don't have a graph showing the highs and the lows but if I did then I

164would imagine that that high that high bar for project kindergarten roads with probably come closer to the yellow line okay hey Dr coffin you know I have to talk to you for just a minute because it's been seven years and you've done an amazing job and every year is a different story and I think you're right we have to five years ago we wouldn't have predicted this but I'm grateful for all your work and always updating us and it's your own way and grow it and the one thing that I think is very interesting that you show us is the birds tracking the kindergarten and it always has over all these years and then the one percent growth over these next few years that we can forget but you did a very nice job of

165summarizing the trends at each of the elementary schools and they are very different and I think for us right now you even stated that we you may suggest the need for a study of realigning attendance area boundaries so I think this is very timely firework because basically we we have to do this so we can allocate our resources appropriately and it's and it sounds like we do have facilities appropriately built right now to accommodate the future of our history which I'm very happy about so I just wanted to ask you maybe to just talk a little bit more about those trends the elementary school trends um yeah if if we could go back to take a look at Kaiser for example um Kaiser experienced a huge rebound in the month of kids enrolled in K5

166however I don't believe that that's going to continue as a high graph as a highlight would suggest um Kaiser is in in a interesting area right in the middle of the heart of the school district and the the number of birds as you can see in that graph below really tracks right on top of the enrollments for Kaiser so I would feel pretty confident in looking at kindergarten enrollments start of K5 cohorts by looking at the kindergarten game and that's reflected also on the federal enrollments that you see four four Kaiser as the number of earths go down and the enrollment projections because of that tracking go down you can see that the total enrollment projections for the hyzer is also coming down what's also interesting is that uh again it's a strategic value to

167take a look at the birth line in relation to the enrollment projections in the projection interval let's expect that the Kaiser enrollments a little top over the number of number of babies born these those co-workers and because of that and what one can infer from that is that uh people are moving into Kaiser you know with uh with the younger children now and that makes sense when the geothermographic study that we did a couple of years ago affordable housing is the key there however even at Kaiser uh if you take a drive down the streets they're knocking down these affordable houses and building and also that becomes more difficult for younger families to do this so where do they go they may go to North London um you know that is that that enrollment projection

168profile is straight up and that's because the courts are once again fluctuating and they're moving in and upward um I think because it tilted the proximity to North Glendale the fact that we that we hire birth concentrations in Tillman and Northlands again the younger families the younger households kids finding housing opportunities Robinson on the uh the the Western end of the district again has been going down and you can see that the covet impact really hit in the 20 they rebounded slightly but again that rebound wasn't suspicious enough to carry those enrollment projections any higher and that's also because of the sliding Goods Tilden once again it's it's been been up and down in the for actual enrollments covered impact years is definitely a dip a rebounded in 2021 but yet they went down in

1692022 which is not expected but it happened part of the reason is that the kindergarten class sizes also took a test in the 2022 year and then finally go to Westchester um you know that penis area has been going up steadily um since 2015. and um it did take a spike dip uh in 2020 but again rebounded nicely and again kept going in 2022. you can see how how the birds have fluctuated with the kindergarten enrollments the two spikes in birds you can see the spikes that also occurred in Westchester kindergarteners that's the one that I like to I like to look at because it's almost perfect so uh one of the things that I I think Matt is probably going to look at and that would be the alignment of Middle School attendance areas

170um I think the committee in the community are looking at me good afternoon take some to take some of those kids out of North and put them in the knife that would be something that uh but again you're You're Building your building's face one of the things that I do have to emphasize and that is yeah the aroma projections say a one percent book you know as enrollments rebounds from covet and as families come back to the district for Educational Services it's your job to make a space for those families so you know maybe the enrollments in Robinson may be going down but then you know next year you could see enrollments going up and again it's it's a third job to make sure the best case Dr Hoffman can you speak to the capture

171rate ah yeah yeah it's capturing um the capture rate is is defined as a number of kindergartners that could possibly attend kindergarten based on birds so speaking to that capture rate going back to this particular graph you can see that the birds are on top of the enrollment your capture rates in your cohort survival ratios are under one you're not capturing oblivations that could that could possibly attend kindergarten and that Gap is maintained into the projection interval matter of fact that Gap is kind of steady if you take a look at it's growling it's increasing it's increasing it increased between 2020 and also 2022 although it came down okay in 2022 um that's if you if you look at your your core survival ratios I want to think that that you're capturing anywhere from 85

172to 93 of the number of of babies that are born adjusted from kindergarten and cohort enrollments that's not bad I mean you know if you look at other districts uh you know they're uh their capture rates are considerably low so we used to have a 90 capture I I believe that I think that's totally as you remember 93. yeah I mean I do remember an idea and that means and again tax rates for each attendance area are different so if you look at uh Kaiser for example where the cash rate is 93 you're getting 93 of the babies in kindergarten enrollments five to six years down the road you know that's that's pretty good uh if you look at uh some other place like uh I don't know what you're gonna say but let's say

173a tennis area C where the capture rate is maybe only 67 or 68 well you know still 7 out of 10 babies born uh uh generally speaking or attending Public School kindergarten and they're being but you also have that Gap you also have that difference where you can grow back and I think that's the hard part that you have to be you know one of the things that we have to look at is what we're capturing because the potential is there what we're not capturing if that potential is always there to cut you know that we have to yeah and right the capture rate is it's a rate in different attendance areas can be due to a whole lot of different factors one of which I've experienced in other school districts and that is the

174boards uh outlook on public education whether you're Automotive or demoted yeah I mean either they want to get more kids in or they want to let Slide the enrollment uh I think in Kirkwood because of all of the favorables dealing with with math scores and also the district's radio state of Hawaii I think this is a very very powerful advertising tool that many uh many hospitals are looking at and you're going to find that the educational opportunities between private schools which is becoming more and more expensive to offer them are definitely not fair to possible and I've been saying that I've been saying that for seven years I think so appreciate all the work you've done for a second before you came we didn't do this and I think we're in a much better position

175for our planning because of you and your work I think when I first came we were talking about swimming pools thank you Dr Crawford um thank you and we um always working with Dr Kaufman and detail yeah shout out to uh my staff too because after looking at those unmatched records I mean yeah yeah thank you okay um this meeting is adjourned well um sorry I'm not standing up to answer that so um [Music] section 313 and negotiation subsection nine Fresno okay what we call um yes um okay and then um how do we if Chad's gonna come join us but it's okay about myself yes okay